Students' Grades and Ratings of Perceived Effectiveness of Behaviors Influencing Academic Performance

2007 ◽  
Vol 34 (4) ◽  
pp. 236-240 ◽  
Author(s):  
Baron Perlman ◽  
Lee I. McCann ◽  
Adam Prust
Keyword(s):  
Academic Performance ◽  
Psychology Students ◽  
Introductory Psychology ◽  
Perceived Effectiveness ◽  
Point Scale ◽  
Final Grade ◽  
Undergraduate Psychology ◽  
Average Students ◽  
B 31

We studied undergraduate psychology students' grades and their ratings of the helpfulness of behaviors related to good academic performance. On average students desired an AB (3.5 on a 4-point scale) and would have been satisfied with a B; 31% of students expressed satisfaction with a BC or lower. Overall, students averaged a BC final grade, a B in nonintroductory courses. In every course but introductory psychology, students earned the grade they find satisfactory. Students rated only 7 of 59 behaviors as helping earn desired grades to a great extent; all involved basic studying. Moreover, they did not rate many potentially useful behaviors highly.

Cultures of Diversity

2017 ◽  
Vol 44 (2) ◽  
pp. 100-107
Author(s):  
Andrew M. Guest ◽  
Zachary L. Simmons ◽  
Andrew Downs ◽  
Mark R. Pitzer
Keyword(s):  
Psychology Students ◽  
Introductory Psychology ◽  
Multicultural Awareness ◽  
Important Goal ◽  
Multicultural Sensitivity ◽  
Psychology Courses ◽  
Nature And Nurture ◽  
Undergraduate Psychology ◽  
Multiple Challenges ◽  
Topical Knowledge

Teachers of psychology tend to agree that learning about diversity is an important goal for undergraduate psychology courses. There is significantly less agreement about what aspects of diversity psychology students should understand. The current research proposes and investigates two potentially distinct ways students might understand diversity: more scientific understandings of topical knowledge related to nature and nurture and more humanistic understandings related to multicultural awareness and sensitivity. Drawing on standardized surveys and open-ended responses to diversity questions from the beginning and end of introductory psychology courses, results indicate that students’ topical knowledge of diversity is not strongly associated with multicultural sensitivity. These results emphasize the importance of clarifying the meanings of addressing diversity as a course goal and are discussed in relation to the multiple challenges of teaching about diversity in psychology courses.

Comparative Reliability of the Dogmatism Scale with 2 and 6 Scale Points

1966 ◽  
Vol 19 (1) ◽  
pp. 284-286 ◽  
Author(s):  
Donald R. Shupe ◽  
John A. Wolfer
Keyword(s):  
Psychology Students ◽  
Introductory Psychology ◽  
Point Scale ◽  
Highly Correlated ◽  
Simple Count

Previous research has shown that the variance in Rokeach's Dogmatism Scale is primarily associated with the direction of the response (agree vs disagree) resulting in a high correlation between the original 6-point weighted scoring and a simple count of the number of agree responses. These findings suggest that the Dogmatism Scale could be cast into a 2-point (agree-disagree) format. A 2-point Dogmatism Scale, with instructions to Ss to agree or disagree with each statement, and Rokeach's original 6-point scale were given in a test-retest situation to introductory psychology students. The results indicate that the 2-point scale is as reliable as the original 6-point scale and that the two scales are highly correlated. The 2-point scale offers the additional bonus of convenience and simplicity in administration and scoring.

scholarly journals Professor–Student Rapport and Perceived Autonomy Support as Predictors of Course and Student Outcomes

2018 ◽  
Vol 46 (1) ◽  
pp. 22-33 ◽  
Author(s):  
Melikşah Demir ◽  
Shelby Burton ◽  
Nora Dunbar
Keyword(s):  
Professional Development ◽  
Student Success ◽  
Student Outcomes ◽  
Autonomy Support ◽  
Psychology Students ◽  
Final Grade ◽  
Unique Variance ◽  
Undergraduate Psychology ◽  
Survey Responses ◽  
Perceived Autonomy Support

Two robust predictors of student success, rapport, and autonomy support were assessed to determine which had a greater impact on course and student outcomes. Survey responses from undergraduate psychology students ( n = 412) were collected. Together, rapport and autonomy support explained substantial variance in professor effectiveness ( R2 = .72), perception of the course ( R2 = .49), and perceived amount learned ( R2 = .27). However, rapport accounted for more unique variance than autonomy support. To a lesser degree, these predictors explained variability in expected ( R2 = .07) and actual ( R2 = .04) final grade, and absences ( R2 = .04). Autonomy support was the only significant predictor of grades. Providing professional development opportunities to professors to enhance rapport and autonomy support may improve student success.

scholarly journals Australian university students’ access to web-based lecture recordings and the relationship with lecture attendance and academic performance

2018 ◽  
Vol 34 (5) ◽  
Author(s):  
Laurie A Chapin
Keyword(s):  
Academic Achievement ◽  
Academic Performance ◽  
University Students ◽  
Psychology Students ◽  
Web Based ◽  
Lecture Recordings ◽  
Catch Up ◽  
Undergraduate Psychology ◽  
Qualitative Responses ◽  
The Relationship

Web-based lecture technology (WBLT) allows students access to recorded lectures delivered live to the classroom any time and to any device with internet. This technology has become standard across universities. This study of Australian undergraduate psychology students explored many important questions related to WBLT. About 75% of students surveyed utilised recorded lectures. Qualitative responses allowed students to explain many reasons for using WBLT, including to study for exams, regular study throughout the semester, to catch up on lectures they missed attending, and to clarify specific parts of the lecture. Four types of students were identified. Those who: (1) attended lectures regularly and did not access recordings; (2) attended most or all lectures and also accessed recordings to reinforce learning and for exams; (3) attended lectures but when they missed class accessed recordings; also accessed to reinforcing learning and for exams; and (4) did not attend lectures (by choice or due to personal circumstances) and only accessed lecture recordings. No differences in final grades were found based on higher/lower lecture attendance or higher/lower access of lecture recordings. It is concluded that WBLT is flexible, allowing students to apply it in different ways and the different patterns are related to similar academic achievement.

Effect of Class Standing on Students' Predictions of Their Final Exam Scores

1992 ◽  
Vol 19 (3) ◽  
pp. 136-141 ◽  
Author(s):  
William R. Balch
Keyword(s):  
Multiple Choice ◽  
Psychology Students ◽  
Introductory Psychology ◽  
Final Exam ◽  
Class Standing ◽  
Average Students ◽  
Exam Scores

Ninety undergraduate introductory psychology students predicted their numerical scores on a multiple-choice final exam directly before the exam was passed out (pretest prediction) and just after completing the exam (posttest prediction). Based on their all-but-final-exam point totals, students were ranked with respect to class standing and categorized as above average (top third), average (middle third), or below average (bottom third). Below average students significantly overestimated their final exam scores on both pretest (9.47%) and posttest (7.73%) predictions. Average students significantly overestimated their scores on pretest (5.33%) but not posttest (2.13%) predictions. Above average students, however, were fairly accurate for both types of prediction, slightly but not significantly underestimating (about 2%) their exam scores.

Kellerization and Academic Performance in Live and Online Introductory Psychology Courses

2014 ◽  
Author(s):  
Kristina E. Patrick ◽  
Charles B. Corbitt ◽  
Elise M. Turner ◽  
Alexandra P. Greenfield ◽  
Elizabeth Whipple ◽  
...  
Keyword(s):  
Academic Performance ◽  
Introductory Psychology ◽  
Psychology Courses
Sign in / Sign up

Export Citation Format

Share Document